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Original Articles

A Comparison of Student Achievement and Retention on Subjective versus Objective Social Studies Examinations as Influenced by Different Instructional Patterns

Pages 394-399 | Published online: 07 Dec 2014

  • Fenton, Edwin, Teaching the New Social Studies in Secondary Schools, Holt, Rinehart, and Winston, New York; 1966.
  • Golub, Lester S., “A Model for Teaching Composition,” The Journal of Educational Research 64:115–118, November 1970.
  • Kenworthy, Leonard S., Social Studies for the Seventies, Blaisdell Publishing Co., Waltham, MA, 1971.
  • Lindquist, E. F., Design and Analysis of Experiments in Psychology and Education, The Riverside Press, Cambridge, MA, 1956.
  • McColIy, William, “What Does Research Say About the Judging of Writing Ability?” The Journal of Educational Research 64:147–156, December 1970.
  • Michael is, John U., Social Studies for Children in a Democracy f fourth edition, Prentice-Hall, Inc., Englewood Cliffs, NJ, 1968.
  • Ribble, Robert B.; Shultz, Charles B., “The Social Substantive Schedule: A Language of Congruence Between Operationally Stated Objectives and Instructional Implementation,” Mirrors for Behavior an Anthology of Observation Instruments Continued, Vol. 12, Research for Better Schools, Inc., Philadelphia, PA, 65.1-65.1–22, 1970.
  • Rothkopf, Ernst Z.; Thurner, Ronald D., “Effects of Written Instructional Materials on the Statistical Structure of Test Essays,” Journal of Educational Psychology 61:83–89, 1970.

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